scholarly journals Validity of Assessment Instruments for Students Creative Thinking Ability on Hydrocarbon Material

2021 ◽  
Vol 13 (1) ◽  
pp. 49-60
Author(s):  
Elsa Magara ◽  
Jimmi Copriady ◽  
Roza Linda
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Development Stage ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Guttman Scale ◽  
Measuring Tool ◽  
Creative Thinking Ability ◽  
Essay Test ◽  
Research Stage

This study aims to produce an assessment instrument to assess the ability to think creatively on hydrocarbon material and determine the validity of the assessment instrument. The research method used the research and development model of Borg and Gall. This research stage was carried out until the development stage. The assessment instrument developed in this study consisted of twenty-four items in the essay test, which referred to creative thinking indicators, which consisted of 4 indicators. Validation of the instrument for assessing the ability to think creatively was carried out by three validators with expert validity and validation of the measurement of creative thinking skills by experts measured using the Guttman scale. Based on the validity according to the expert, namely the material, construction and language aspects with the Aikens formula, it was obtained that the average expert validation ranged from 0.87 to 0.94 for the very good category, and 12 questions were declared valid. The validity of measuring the ability to think creatively using the Guttman scale obtained the results of 97.2% declared valid. 12 The developed test instrument is considered valid so that it can be used as a measuring tool to determine students' creative thinking abilities.

scholarly journals STEAM class-based creative thinking ability instruments for elementary school

2021 ◽  
Vol 1 (3) ◽  
pp. 121-123
Author(s):  
Ahmad Fadhlilah ◽  
Rochmiyati Rochmiyati ◽  
Lilik Sabdaningtyas
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Research Subjects ◽  
Thinking Ability ◽  
Data Collection Instrument ◽  
Qualitative Descriptive ◽  
And Mathematics ◽  
Creative Thinking Ability

The aim of this study was to analyze the need for developing appropriate science, technology, engineering, arts and mathematics (STEAM) assessment instruments (vaild, practical and effective) to improve students’ creative thinking skills. The instruments that have been used in education units have not been fully able to encourage students to think at a higher level in building conceptual understanding and solving their own problems. This study used qualitative descriptive study based on a literature review of the STEAM-based assessment instrument as an effort to improve students’ creative thinking skills. The research subjects were educators and fourth grade students of SD Negeri 2 Tulusrejo, Pekalongan District, East Lampung. The research object was creative thinking ability, assessment instrument, and STEAM. The data collection instrument used an interview guide. Questionnaire. An assessment instrument needed to support the learning process in the education unit to improve students’ creative thinking skills. The finding indicated that educators had not fully used assessment instruments that could improve students’ creative thinking skills. Besides, educators needed a STEAM-based assessment instrument that was appropriate to the level of the learner. Thus, it can be concluded that STEAM-based instruments to improve students' creative thinking skills in elementary schools must be developed.

scholarly journals Evaluation of Pedagogy Competence of Chemistry Teacher in Compiling Higher Order Thinking Skill (HOTS) Assessment Instrument for High School Students

EduKimia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 91-95
Author(s):  
Andromeda Andromeda ◽  
Zonalia Fitriza ◽  
Faizah Qurrata 'Aini
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Difficult Problem ◽  
Higher Order ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Essay Test

Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.

scholarly journals Development of HOTS Assessment Instruments in Vibration and Wave Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 91-100
Author(s):  
Nurhayati Nurhayati ◽  
◽  
Wahyudi Wahyudi ◽  
Syarif Lukman Hakim ◽  
◽  
...  
Keyword(s):  
Construction Material ◽  
Thinking Skills ◽  
Development Stage ◽  
Assessment Instrument ◽  
Design Stage ◽  
Difficulty Level ◽  
Assessment Instruments ◽  
Test Results ◽  
Test Items

This study aims to 1) produce a HOTS assessment instrument; 2) knowing the quality of the test instrument in terms of the feasibility of construction, material feasibility, and language feasibility according to the expert; and 3) knowing the quality of the test items in terms of validity, reliability, difficulty level and distinguishing power based on the test results. Research and Development ware used as a research method with 4D procedural development model consists of four stages, namely: the define stage, the design stage, the development stage, and the dissemination stage. The questionnaire was used for expert judgment validation. The characteristics measurement of the HOTS items instrument including the validity, reliability, difficulty level and distinguishing power of the questions. The HOTS assessment instrument developed was in the form of multiple-choice options with a reason based on HOTS in aspects of analyzing, evaluating and creating. The results of expert validation show that the average item with criteria is very good in terms of content, construct and language aspects. Instruments that have been validated and revised were tested on students who had studied vibration and wave material and the test results showed that 77% of the questions developed were of good quality with valid criteria, good distinguishing criteria, level of difficulty at moderate and easy levels and very strong reliability so that feasible and ready to be used to measure students' higher order thinking skills in vibrations and waves material. Keywords: HOTS, Instruments test, Vibrations and waves

scholarly journals An Analysis of High Order Thinking Skills Aspects on the Assessment Instruments Environmental Change Topic for the 10th GradeSenior High School Students

2020 ◽  
Vol 5 (4) ◽  
pp. 1
Author(s):  
Masyitoh Masyitoh ◽  
Yuni Ahda ◽  
Indra Hartanto ◽  
Rahmawati Darussyamsu
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Learning Ability ◽  
Assessment Instruments ◽  
School Students ◽  
Average Value ◽  
High Level ◽  
High Level Thinking

High level learning ability (HOTS) is the ability of students to be critical and creative thinking skills. In 2013, students were required to be able to receive information and remember it, but students must be able to solve the problems they faced with the knowledge they needed. Based on observations, the instruments used by teachers are still at the level of C1-C3, while for high-level thinking abilities students must be able to think at the C4-C6 level. This study aims to analyze the ability of high-level thinking of students on material changes in the environment. The assessment instrument used is an instrument of assessment of high-level thinking ability that is valid, practical, reliable and has good quality items. The instrument is said to be valid if the instrument can measure what should be measured. The practicality of the assessment instrument depends on how easily the instrument is used to assess students' abilities. Reliable means that the instrument gives the same results when tested in the same group at different times. An instrument that has good quality items is an instrument that has a moderate level of difficulty and sufficient differentiation, good and very good. Based on the results of the test questions, the average value of students is 41.37 which is still categorized as low. The low level of students' high-level thinking skills can be improved by familiarizing students with higher-order thinking and using scientific learning models.

Pengembangan Instrumen Penilaian Keterampilan Berpikir Kreatif pada Mata Pelajaran IPA Terpadu Materi Atom, Ion, dan Molekul SMP Islam Al Falah

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siti Marwiyah ◽  
Kamid Kamid ◽  
Risnita Risnita
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Junior High School Students ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Students

The purpose of this study was to develop an assessment instrument to measure creative thinking skills of junior high school students on integrated science of atom, ion, and molecules material. The instrument consists of a number of questions that require creative thinking skills and rubric assessment about material of atoms, ions, and molecules for junior high school students. The results of the experts validation and trials at small and large groups indicate that the product is appropriate and effective to be tested in the field. Assessment instruments were developed to help teachers identify the creative thinking skills of junior high school students on atoms, ions, and molecules.

scholarly journals THE CHARACTERISTICS OF ASSESSMENT INSTRUMENT FOR CREATIVE THINKING ABILITY ON CRUDE OIL TOPIC

2019 ◽  
Vol 3 (2) ◽  
pp. 75
Author(s):  
Nanda Resti Resti Monika
Keyword(s):  
Crude Oil ◽  
Learning Process ◽  
Random Sampling ◽  
Creative Thinking ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Thinking Ability ◽  
The World ◽  
Level Of Difficulty ◽  
Creative Thinking Ability

The development of globalization era also has an impact on the change in the world of education. The education which is demanded in the learning process is 21st-century learning. One of the important aspects of 21stcentury learning is requiring the students to have the ability to think creatively. Creative thinking ability of the students in the learning process is not apart from the teachers' role. The description of students' creative thinking ability is measured by conducting an assessment. This research aims to know the characteristics of assessment instruments for creative thinking on crude oil topic (construct validity, reliability, the level of difficulty, and question differentiation). This research used Research and Development (R&D) method which referred to Borg and Gall model. The technique of selecting the samples was Purposive Random Sampling. The research samples were 80 students of Grade XII Senior High School in Pekanbaru City. The technique of data analysis used SPSS Program 24.0. The results of the validity construct for each question is > 0,208 with 18 questions are stated valid, the reliability test is 0,846. The percentage level of difficulty obtained 22,222% questions are categorized into easy, 61,111% questions are medium, and 16,667% questions are categorized into difficult. The percentage of question differentiation obtained 16,667% questions are good, 66,667% is fair, and 11,111% is bad.

scholarly journals Profile of Development of Critical Thinking Student Skills Assessment Instrument in the Course Geography of Disaster

2018 ◽  
Vol 2 (1) ◽  
pp. 147
Author(s):  
Erna Juita ◽  
Rahmi Zulva ◽  
Helfia Edial
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Education Students ◽  
Device Development ◽  
Preliminary Research ◽  
Research Stage

In order to realize the goal of education, students are required to have critical thinking skills, especially in courses that are abstract like geography. Preliminary research has been done to find that the instruments used are not oriented to critical thinking skills. The purpose of this study is to know the process of developing critical thinking skills assessment instruments that meet the valid criteria. This type of research is development research by following the theory of device development according to Plomp (2013). The results show that the development of the device has been done only in the preliminary stage of research and prototyping phase. In the preliminary research stage the results obtained interviews with students and lecturers about the desired learning tool. At the phase prototyping phase obtained a good form of device to measure students' critical thinking skills.

Exploration of Creative Thinking Skills of Students in Physics Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 151
Author(s):  
Muhammad Asriadi ◽  
Edi Istiyono
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
School Students ◽  
Cross Sectional ◽  
Physics Learning ◽  
Thinking Ability ◽  
Qualitative Descriptive ◽  
Creative Thinking Ability

This study aims to determine the ability of creative thinking high school students in physics learning, know the form of assessment of creative thinking abilities. The study was conducted at SMAN 6 Yogyakrata. This type of research is a survey with a cross-sectional method that is a survey conducted once and at a time. The subjects were the principals, teachers of physics from SMAN 6 Yogyakrata and 30 grade XI students. observations, interviews, and questionnaires were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The results showed that the creative thinking ability of class XI MIA 1 students at SMAN 6 Yogyakarta can be said to be in the average and quite good category, although there are some students whose level of creative thinking ability is low. In addition, the form of assessment used by physics teachers has not been effective and accurate enough in assessing students 'creative thinking abilities. So it is recommended to use The Torrance Tests of Creative Thinking (TTCT) in physics learning because it has been proven to be accurate in assessing students' creative thinking abilities.

scholarly journals The Assessment Instrument of Mathematics Learning Outcomes Based on HOTS Toward Two-Dimensional Geometry Topic

2020 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
I Gede Wahyu Suwela Antara ◽  
I Komang Sudarma ◽  
I.Ketut Dibia
Keyword(s):  
Item Difficulty ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Assessment ◽  
Assessment Instrument ◽  
Higher Order Thinking Skills ◽  
High Order Thinking Skill ◽  
Essay Test ◽  
High Order Thinking

This study aims to (1) developing a mathematics assessment instrument based on Higher Order Thinking Skills (HOTS); and describe the quality of the instrument. This study was a research and development study adapting 4D model from Thiagarajan. The model including the following steps : (1) define, (2) design, (3) develop, and (4) desseminate. Due to limited of time, this research was only carried out until the developing step.The result shows that the instrument that consists of 18 essay test item are valid and appropriate to be used. The instrumen’s reliability coefficients are 0.659 (High). The instrument has the average of item discrimination  0.44 (Very Good) and the average of item difficulty of the instrument are 0.584 (Medium). The conclusion is the assessment instrument is feasibel being as an assessment instrumen to measure the high order thinking skill toward two-dimentional geometry topic.

scholarly journals Pengembangan Instrumen Keterampilan Komunikasi Ilmiah dalam Pembelajaran Fisika

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Susi Fenti ◽  
Siti Patonah ◽  
Harto Nuroso
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Scientific Communication ◽  
Development Stage ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Assessment Instruments ◽  
Planning Stage ◽  
Average Percentage ◽  
Concept Definition

This aims of this research is to develop and produce assessment  scientific communication skills instruments in physics learning of X grade senior high school is valid so it can be used to measure the scientific communication skills possessed and controlled by the students.This research is development of research use 4D model. This research is done through 4 stages, which are (1) analysis stage, (2) planning stage, (3) development stage, and (4) spread stage.This instrument assessment contains a descriptiontheory,concept definition, operationaldefinition, the latice instrument assessment scientific communication skill, assessment sheets of scientific communication skill, rubric assessment,scoring, and recapitulation score of scientific communication skill than have been validated by experts and tested.From the results of expert validation obtained an average 75,55% percentage which show the criteria of scientific communication skill assessment instrument is very valid. This instrument is tried of 32 students of class X MIA 1 in SMA N 3 Demak and done by conducted by 1 physics teacher. The results of trial shown that percentage of products developed base on response obtained average percentage of 88,83% with very valid criteria. While, the result of validity analysis show that there are 4 (9,3%) item statement is not valid because rxy <0,35, whereas 39 (90,7%) Other statement items are valid with rxy> 0,35. Invalid statements include item number 24, 29, 36, and 43. In the reliability analysis obtain value result rcritic = 0,84432, while rtable = 0,35. From the analysis of the reliability values obtained rcritic > rtable it can be concluded that the assessment instruments already reliable scientific communication skills.

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